1. National Training and Education System
April 16, 2013

2. Overview
The National Training and Education System (NTES) will consist of policies, processes, and tools through which the requirements for homeland security training and education will drive the supply of training and education courses offered to the Whole Community 2

3. Background
Pursuant to Presidential Policy Directive 8, the National Preparedness System (2011) called for the creation of the NTES “to enable the Whole Community to access training and education in support of preparedness”
Under the Post Katrina Emergency Management Reform Act, 6 USC §748, “the [FEMA] Administrator, in coordination with the heads of appropriate Federal agencies, the National Council on Disability, and the National Advisory Council, carries out a national training program…”
As with the National Exercise Program (NEP), NTES services the Whole Community, including Federal, state, local, tribal, and territorial (SLTT) governments

4. Right Student in the Right Course
Core Functions of NTES
Establish Training and Education Policy
Right Course: Perform requirements analysis to identify the required courses for NTES funding
Right Student: Institute a process to ensure that the correct selection of students will have access to NTES-funded programming
Right Student in the Right Course
Establish and Foster an Integrated Homeland Security Training and Exercise Community of Practice

5. National Training and Education System
Status Update
National Training and Education System (NTES) called for in PPD-8/NPS and a “National Training Program” called for under PKEMRA
Initial draft NTES document approved by FEMA leadership was shared with Interagency through the PPD-8 working group
By consolidating existing FEMA technology and administrative resources, all principal requirements to operate NTES should be met. Partnerships with other entities, both inside and outside of FEMA/DHS (e.g. DHS S&T analytical support), could dramatically reduce implementation timelines
We have socialized NTES concept with key Whole Community (WC) partners including academics and S/L/T/T, and received feedback with wide acceptance and support (began 1/2012)

6. FEMA “AS IS” Environment
Analysis completed of the re-programmable funding associated with specialized courses provided by CDP, EMI, and NTED:
In FY12, Training Covered All Core Capabilities
583 distinct courses delivered across CDP, NTED and EMI
Verified opportunity for validating “Right Student, Right Course”
Law Enforcement personnel accounted for 45% of CDP and NTED course completions
Awareness courses continue to account for the highest proportion of course completions in FY12
FY03-FY12, CHDS, CDP, and NTED training and education course completions were generally proportional to the average population within a given U.S. state/territory
No mechanism to validate/corroborate training made available is most effective use of limited NTES funding

7. Problem Statement – “WHY NTES?”
Provision of T&E is based on the training providers and/or the individual or organizational “wants” instead of national requirements or core capability needs identified in a risk-centric, capability based approach resulting in an open course catalog this is not mapped to core capabilities
No risk-centric, capability-based application process exists to match the “right student” to the “right course”
Interagency and FEMA resourcing is variable/not equitable and programming decisions are not grounded in risk or aimed specifically at building and sustaining core capabilities
Need for prioritization between NTES funded programing focused on complex and unique programming that builds more progressive competency (e.g., ICS- 400, live agent training, etc.,) and more basic (e.g., awareness training that can be delivered locally), that would allow NTES to focus on “higher value”/payoff core capability training and education requirements

8. Key Functions of the National Training Education System1 2 3

9. Requirements Drive Resource Allocation1
Through the NTES, FEMA and its partners will continually collect and analyze training and education requirements from across the Whole Community and modify programming to address those requirements.
Requirements
Capability Estimation
Other
SPR
THIRA
Enrollment Data
NPR
SFI
AARs
Legislation/Policy
Analysis
Analyze requirements to prioritize resource allocation to address core capability needs
NTES Outputs
Manage
FEMA and its partners modify programming of T&E assets (e.g., NDPC, EMI, NPS)
Example mechanisms: Budget process; CTGP
Influence
FEMA and its partners modify grant guidance to reflect prioritization of core capability T&E needs
Example mechanism: Preparedness Grants Program
Inform
NTES guidance is to intra- and interagency partners to inform grants, curricula, and programming
Example mechanisms: Interagency grant programs, NTES working groups, bulletins to instructor portal
Examine a broad range of potential requirements sources, including:
Capability Estimations and shortfall analyses
State Preparedness Reports
Threat and Hazard Identification and Risk Assessments (THIRA)
Participant feedback and post-exercise/incident assessment tools
Course enrollment data
Organizational/employer needs

10. Linking Capabilities, Competencies, and Modules1
Prioritize Shortfalls
Collaborating with training partners and experts from the homeland security domains:
Identify the competencies that support each core capability
Identify the specific KSAs that build the competencies within each domain
Identify and develop the modules that support development of those KSAs and competencies and where there are shortfalls and redundancies in current course offerings
Assign “values” to the different modules, to determine the amount competency that each course provide and allow for the most efficient use of resources
Successful mapping will allow for more precision in the allocation of resources to specific modules to maximize the competency gained/course

11. Right Courses for the Right Students1
The NTES processes will maximize the efficiency of T&E resource allocation, increasing the competency gained per course
2013 Target: Training that focuses on requisite competencies to build and sustain relevant capabilities
Current State
NTES
Target State
Emphasis starting in 2001: Training for everyone on a broad array of subjects to raise awareness and performance without the boundaries now provided by the core capabilities
Cost/Course
Right Student
Competency/Course

12. Creates and Fosters a Homeland Security T&E Community2
NTES processes provide and encourage an exchange of information between training and education providers and academics in order to enhance competencies
NTES benefits the Whole T&E Community not just traditional Training and Education providers

13. Creates and Fosters a Homeland Security T&E Community (cont’d)2
The NTES is designed to address current shortfalls in the development and provision of homeland security T&E by building and strengthening a truly integrated community of practice
No common framework for attaining academic degrees based on current course work
NTES: facilitates development of academic articulation agreements that enable professionals to attain credits and transfer them efficiently
No means for T&E providers and faculty to receive the latest USG policy and guidance
NTES: implement mechanisms to communicate new/changes in policy and other critical information to the stakeholders who need it, so that trainers/educators remain aligned to national priorities
Professionals, from the volunteer firefighter to the epidemiologist to the police officer, lack a common set of homeland security foundational knowledge
NTES: develop and promote homeland security fundamentals for use in academics and training centers from all disciplines, to build baseline knowledge and a mutual understanding of roles and responsibilities within the enterprise

14. Creates and Fosters a Homeland Security T&E Community (cont’d)2
No process by which institutions can establish pedagogic and exercise domain research agenda
NTES: establish formal mechanism for homeland security professionals to transmit their pedagogic and exercise research and development needs
T&E providers and instructors have no common means to list available courses and learn about courses offered by others
NTES: establish a universal catalogue capability open to all providers that allows professionals to search for/find courses of interest that meet their criteria/needs
No common mechanism for professionals to provide real-time or immediate, post-event feedback from training, exercises, and incidents
NTES: develop a capability for professionals to both submit feedback on T&E needs/shortfalls from events and receive an automated-customized training recommendation in support of their Individual Development Plan
No national-level means for enabling course developers to share course content with peers
NTES: Establish processes and tools to allow sharing, use, and re-use of course content and materials

15. Creates and Fosters a Homeland Security T&E Community (cont’d)2
No common platform for instructors to share their best practices and lessons learned
NTES: fosters sharing of pedagogical best practices to promote innovation within the community
No formal means for professionals to provide their real-time training requirements in response to an event and for providers to deliver that training quickly and easily
NTES: implement ways to gather real-time training requirements and delivers just in time training that addresses those requirements, to support professionals during real-world operations
Newly elected and appointed officials may not have access to formal T&E to support incident management and cross-functional coordination
NTES: direct promotion of multi-disciplinary, inter-jurisdictional T&E that support mutual understanding, authorities, operational coordination, and joint decision-making among senior leadership
No means for a professional to view and understand their qualifications and experiences
NTES: develop a single standardized record to enable professionals, T&E institutions, and employers to have a common understanding of an individual’s education, training, exercises, and real-world experiences

16. Integrate T&E Processes and Systems3
FEMA will integrate and develop the process and systems with integrated tools that enable all aspects of the NTES:
Facilitate the collection and analysis of the T&E requirements
Encourage community collaboration and innovation; for example:
Local organizations will be able to post their own training and personnel needs and best practices
The community can then be invited to comment or suggest improvements
Provide an enterprise platform for end-users to
Create personal development plans
Access a universal open catalogue,
Receive course recommendations,
Establish a standardized record of training, education and experience

17. NTES Milestones Gain formal agreement on NTES system document
Continue mapping courses to core capabilities
Begin to map competencies to core capabilities
Acquire Data for Training Requirements analysis
Decompose courses into modules
Continue ongoing efforts of working group of NPD representatives to oversee implementation activities

18. Summary
The NTES is a fundamental and necessary transformation in the development and delivery of homeland security training and education
Resourcing and accessing training and education programming based on requirements, not simply “wants”
Allocation of training and education resources based on analysis of requirements and prioritized core capability needs and shortfalls
Matches the right students to the right courses, increasing the efficiency of training delivery and maximizing the competency gained per dollar spent
Connects instructors and stakeholders to foster information sharing and common practices
Provides a host of tools and technologies to improve training and education planning, delivery, and outcomes
NTES will create/support a T&E integrated community of practice based on sharing common practices, guidance and coordinated efforts

19. Background Information

20. Alignment to the National Preparedness System (NPS)
The NPS Components
Supports the “Building and Sustaining Capabilities” component of the NPS
Balances T&E resources for priority core capability shortfalls and sustaining all core capabilities
Maps competencies and programming to core capabilities
Leverages existing tools, reports, and processes of the NPS, including:
Threat and Hazard Identification and Risk Assessment (THIRA)
Capability Estimation (CE)
Strategic National Risk Assessment (SNRA)
Preparedness Grants Program
National Preparedness Report (NPR) and State Preparedness Reports (SPR)

21. End of presentation